This paper considers the role of informal networks in securing post‐public school occupational advantage. Both the ‘official’ view of the private sector and the experiences of recent pupils are cited. A significant disparity is found between the two. A denial of the relevance of the ‘old boy network’ is revealed in the sector's publications, a position fully consistent with the overall reconstruction of image currently being pursued. In contrast, ex‐pupils unequivocally asserted the continued influence of non‐meritocratic means of advancement, (...) though crucially, only for an element of pupils. It is argued that adequate social analysis requires not simply an awareness of the presence of covert mechanisms, but also an acceptance of the socially restricted, rather than universally available, nature of the processes. Recognition is needed that contemporary informal networks have evolved from an historically familiar form, yet constitute a particular, dynamic, era‐specific manifestation of it. (shrink)

Starting high school can be a challenging but also exciting time for students. The focus of this paper lies with students' experiences of transition into secondary school. Sixteen students from one government school in New South Wales kept a journal for their first ten weeks in high school as a way of recording their experiences. Their journal entries were studied utilising a phenomenological psychological approach following Giorgi (1985a, 1985b ). The aim of this research approach (...) is to produce clear and accurate descriptions of a particular aspect of human experience ( Polkinghorne, 1989 ) in order to reveal the essential structure of the phenomenon under investigation. Emerging from the study were seven themes about transition: the pivotal role of peers in helping or hindering settling into high school; the place of school support through programs and activities; the challenges of new procedures; different types of learning activities; feelings of confidence and success that can enhance transitional experiences; the place of homework in the academic curriculum; and the role of teachers in affecting student integration into high school. The paper concludes by raising some important issues and implications for school based practitioners. (shrink)

This chapter contains sections titled: Introduction Transition into High School Challenges Posed by Transition into High School Methodology Findings Discussion Conclusion References.

Supporting children to successfully transition from primary to secondary school is of utmost importance for several reasons, including to prevent future emotional and behavioural problems. Level Up is a novel, UK-based intervention consisting of five online group sessions, straddling the summer holidays, and providing at-risk children and their parents/carers with skills to manage their behaviour, emotions, and relationships to support their transition to secondary school. A prior evaluation of Level Up reported a need to better describe (...) the mechanisms of change. This study therefore evaluated the experiences of children and their parents/carers regarding the facilitators and barriers to engagement and change, and the perceived impact. Fourteen children and 17 parents/carers were interviewed. Identified barriers and facilitators were: (1) Having a safe, supportive, and fun space, (2) Learning through connection, (3) A family approach, (4) Problematic group dynamics, and (5) Connecting through video calls. Perceived impact was described as: (1) Empowering children, (2) Supporting children socially, (3) Supporting parents and carers in their parenting role, and (4) Supporting a successful transition to secondary school. Another theme (5) describes some families’ experiences of limited impact. These findings can be used to better understand how to support children in their school transition. (shrink)

Government-sponsored school lunch programs have garnered attention from activists and policymakers for their potential to promote public health, sustainable diets, and food sovereignty. However, across country contexts, these programs often fall far short of their transformative potential. It is vital, then, to identify policies and organizing strategies that enable school lunch programs to be redesigned at the national scale. In this article, we use document analysis of historical newspapers and government data to examine the motivating factors and underlying (...) conditions that allowed South Korea’s universal free, eco-friendly school lunch program to become a tool for advancing social justice and ecological goals at the national scale. We analyze the socio-historical evolution and current status of the Korean school lunch program, combining the multi-level perspective with insights from environmental sociology and critical food studies, in order to shed light on the factors that enabled the program to become an innovative niche and articulate the opportunities and challenges it now faces. We identify the state-sponsored creation of what we call “precautionary infrastructure” as a key anchoring mechanism between the school food niche and agri-food regime. Precautionary infrastructure includes new supply chains, certification standards, and sourcing policies that provide a stable market for eco-friendly farms and small-scale producers, while minimizing the environmental health risks of school lunch by delivering organic and pesticide-free ingredients to on-site kitchens that serve free lunches to all students. This analysis offers insight into how public school-lunch programs can become protected niches that help drive sustainability transitions within agri-food systems. (shrink)

Starting high school can be a challenging but also exciting time for students. The focus of this paper lies with students’ experiences of transition into secondary school. Sixteen students from one government school in New South Wales kept a journal for their first ten weeks in high school as a way of recording their experiences. Their journal entries were studied utilising a phenomenological psychological approach following ). The aim of this research approach is to produce (...) clear and accurate descriptions of a particular aspect of human experience () in order to reveal the essential structure of the phenomenon under investigation. Emerging from the study were seven themes about transition: the pivotal role of peers in helping or hindering settling into high school; the place of school support through programs and activities; the challenges of new procedures; different types of learning activities; feelings of confidence and success that can enhance transitional experiences; the place of homework in the academic curriculum; and the role of teachers in affecting student integration into high school. The paper concludes by raising some important issues and implications for school based practitioners. (shrink)

Students with autism spectrum disorder are accessing college in increasing numbers. Within this cohort are students who are twice exceptional—those who are both academically talented and diagnosed with ASD. Little is known about factors and experiences that impact their successful transition to college. Parents play a critical role in the secondary transition process, but currently, there is a paucity of research that examines their perceptions of this experience. This study presents the results of semi-structured interviews with the parents (...) of 10 college students with ASD who were enrolled in postsecondary institutions in the United States. The parents provided perceptions of their student’s best and most challenging aspects of high school, as well as of the transition preparation the student received. Suggestions were offered in regard to how transition services can be improved for this group of students. Implications for planning and practice are presented. (shrink)

Procrastination as putting off until tomorrow what one had intended to do today is well-known tendency in everyday life. In an attempt to understand the character of procrastination in different life-domains, a large body of research has been accumulated over the last decades. This article was aimed to evaluate a specific decisional procrastination of school-to-work transition that is treated as maturity postponement. Two studies are reported examining SWT procrastination defined as career indecision among Polish students graduating universities. In (...) Study 1, attitudinal and identity statuses were analyzed as correlates of career procrastination. A path analysis conducted for the model, which was aimed to explain the influence of career self-efficacy and occupational commitment on career indecision, revealed its very good fitness. Those two independent variables explain 10% of career indecision variance. Stepwise multiple regression analyses conducted to ascertain relationship of five identity statuses to procrastination measure showed that Commitment Making and Ruminative Exploration are strongest predictor variables. In study 2, the stepwise multiple regression analyses conducted to ascertain the independent relationship of each of Big Five personality factor revealed that Neuroticism and Extraversion accounts of the most of explained variance of school-to-work transition procrastination. (shrink)

Educational transitions play a pivotal role in shaping educational careers, and ultimately social inequality. Whereas parental socioeconomic status (SES) and cognitive ability have long been identified as key determinants of successful educational transitions, much less is known about the role of socio-emotional skills. To address this gap, the present study investigated whether Big Five personality traits predict success in the transition from secondary school to vocational education and training (VET) above and beyond SES, cognitive ability, and other covariates. (...) Using data from Starting Cohort 4 of the German National Educational Panel Study (NEPS; N = 4,137), we defined seven indicators of successful transition: obtaining a VET position, number of acceptances for VET positions, starting a VET position, (the absence of) dropout intentions and actual dropout, final VET grade, and satisfaction with VET. The results revealed that some Big Five traits were incrementally associated with several indicators of transition success. Conscientiousness emerged as the single most relevant trait, predicting all the transition success indicators but one (dropout intentions). The other Big Five traits had much weaker and less consistent links with transition success. Extraversion predicted the final VET grade and obtaining a VET position; Agreeableness was linked to a higher risk of dropout. Openness and Emotional Stability had no incremental effects on transition success. There was also some evidence for both compensatory and synergistic interactive effects, with Openness moderating mainly the effects of parental SES (on dropout intentions, actual dropout, and number of acceptances), and Agreeableness moderating the effects of cognitive ability (on obtaining a VET position, number of acceptances, and satisfaction with VET). Although individual effect sizes were small, the Big Five’s joint contribution to transition success was non-negligible, and often larger than that of sociodemographic characteristics and cognitive ability. Our results suggest a hitherto underappreciated contribution of personality to successful transitions to VET. (shrink)

This article argues that within the context of settler colonialism, the goal of transitional justice must be decolonisation. Settler colonialism operates according to a logic of elimination that aims to affect the disappearance of Indigenous populations in order to build new societies on expropriated land. This eliminatory logic renders the death of Indigenous peoples “ungrievable”. Therefore, this article proposes a decolonising transitional justice premised on a politics of grief that re-conceptualises Indigenous death as grievable, posing a challenge to the logic (...) of elimination and advancing a “decolonisation of the mind”, and resists a purely affective concept of grief in order to mobilise grief as a political resource to demand transformative structural justice. This article consider deaths at Canada’s Indian Residential Schools as a case study of ungrievability under settler colonialism and the Project of Heart as an illustration of a decolonising form of informal transitional justice. (shrink)

A large body of experience and expertise on the implementation of sustainable public school food procurement policies has developed in recent years. However, there has been little investigation of the values and motivations of the public officials implementing the policies. To address this gap, we examine how the city of Avignon took a step toward transition to local fresh food procurement for public schools, under French government calls for sustainable food products in public canteens. Our analysis combines the (...) Multi-Level Perspective on sustainable transitions with the Public Service Motivation construct. Unlike other studies addressing the MLP at a macro level, we focus on individual motivations behind public action. We demonstrate that staff motivations have a major impact on how policies supporting transition to local fresh food procurement for public schools are implemented. These public officials’ approach to food shows concern for the public interest regardless of financial return. It is not the rational choice that primarily drives the implementation of urban food policies, but normative conformity and affective bonding. Interestingly, we conclude that the success of Avignon’s politically-driven school food procurement policy is essentially due to the catering and procurement staff who overcame the barriers to its implementation. (shrink)

Moving on to a higher level of schooling represents a crucial developmental challenge for children: studies have shown that transitioning to a new school context can increase the perceived importance of peer acceptance, popularity, and adaptation to the new social environment. The aim of this study was to investigate simultaneously the influence of interpersonal variables and personal variables on role-taking in bullying episodes from a longitudinal perspective. These variables were assessed on 41 children in their last year of kindergarten (...) and in their 1st year of primary school. The main longitudinal results showed that prosocial behaviors are more stable than hostile, victim, and outsider behaviors. Moreover, social preference—together with affective empathy—at t1 had a clear negative predictive effect on hostile roles at t2, while social preference had a positive effect on prosocial roles at t2. Social impact at t1 negatively predicted being a victim at t2. On the other hand, social preference at t2 was negatively predicted only by the victim role at t1. Social impact at t1 had a significant and negative effect on being victimized at t2 while was negatively predicted at t2 by the outsider at t1. Our study—even if exploratory—seems to highlight the existence of a specific, differentiate effect of two distinct social status indices on the participant role-taking in bullying episodes in the transitional period from kindergarten to primary school. (shrink)

We use discourse analysis to examine a group supervision meeting in which graduate students who are training to become school counselors discuss counseling experiences that they had at local high schools. Focusing on metadiscourse, or talk about talk, we integrate Ochs’ concepts of epistemic stance and affective stance and Tannen’s discussion of linguistic strategies as ambiguous and polysemous in terms of power and solidarity in order to demonstrate how counselors-in-training construct their identities as what Woodside et al. call ‘boundary-dwellers’ (...) in their professional community of practice. Examination of metadiscourse regarding address terms and the speech act of asking questions – and in particular highlighting how participants use negatively valenced affect words, the verb feel, and what Tannen calls ‘constructed dialogue’ – reveals their stances of uncertainty and discomfort, their transitional professional identities as entailing an uneasy navigation of relationships, and their recognition of the pivotal role of language in the process. (shrink)

SummaryFrom 1996 to 2006, Nepal experienced a substantial fertility decline, with the total fertility rate dropping from 4.6 to 3.1 births per woman. This study examines the associations between progress towards universal primary and secondary schooling and fertility decline in rural Nepal. Several hypotheses regarding mechanisms through which education affects current fertility behaviour are tested, including: the school environment during women's childhood; current availability of schools; knowledge of educational costs; and women's own educational attainment. Data for the analysis come (...) from the 2003–04 Nepal Living Standards Survey, a nationally representative random sample of households, which includes detailed data on fertility, household expenditure, educational attainment, demographic characteristics and the use of social services. Census and administrative data are also used to construct district-level gross enrolment ratios for primary and secondary schools during the women's childhood. Discrete dependent variable modelling techniques are used to estimate the effects of the following variables on the probability of women giving birth in a given year: district-level gross enrolment ratios for primary and secondary schools during women's childhood; having had a child previously in school; women's own educational level; current school availability; and other covariates. Separate models are estimated for the overall sample of rural women of reproductive age, and for parity-specific sub-samples. The results suggest that district-level gross enrolment ratios for secondary schools and, in some instances, having had a previous child enrolled in school are significant determinants of fertility in rural areas. These results are highly independent of women's own educational levels. Overall, the results suggest that, in the rural Nepal context, mass schooling influences the fertility transition through both community- and household-level pathways. (shrink)

The paper begins with the prerequisite assumption that social deprivation is a fragile and porous category. Thus, our hypothesis is, that how people are affected by the restrictions against the spreading of the coronavirus is often discussed in far too general and simplistic terms. It is often taken as a given, that the virus and the restriction measures not only have caused severe difficulties for us all (due to social distancing, fear, affected health, etc.), but that the measures have exacerbated (...) already previously existing forms of social deprivation. Therefore, it is assumed that marginalized groups are particularly affected by these effects of the pandemic. Two major German studies show the alleged effects of the relevant measures on adolescents and emerging adults (COPSY and FIBS) against the backdrop of social and economic deprivation; their results confirmed that social deprivation entails a higher degree of being affected by the pandemic.However, this picture becomes thwarted by considering the results of 10 narrative interviews, that were conducted by us with emerging adults in a German vocational training institute between April and August 2021 and showed variegated forms of experiencing issues related to the pandemic. In our analysis, we used the method of objective hermeneutics. In this paper, we present our considerations by outlining two contrastive experiences with the Covid-19 pandemic, in order to highlight the divergent ways in which the pandemic has been experienced even among individuals who previously had been affected by social deprivation – at least at first glance – in similar ways. The conceptual lens through which we interpret these two examples is, firstly, the one of precariousness and precarity (Butler 2009). And secondly, the concept of recognition derived from Honneth’s pertinent theory and Butler’s account of recognizability will play a pivotal role. While Honneth’s approach allows us to emphasize the normative and existential role of the fulfilment of our basic desire for recognition and the detrimental implications of disregard, Butler provides us with the means to thoroughly analyse the socio-historical conditions of misrecognition and social invisibility. Moreover, Butler focuses specifically on the recognizability of precariousness (Honneth’s triad of love, being respected as a rights bearer and solidarity shows a different focus). Combining qualitative research on precarious live circumstances with a theoretical perspective on recognition can also be found in a stunning research on couples in atypical working relations (Wimbauer and Motakef 2019). Proceeding from these theories and ‘applying’ them to our empirical material, we seek to call into question a too generalizing and hegemonic picture of how people were affected by pertinent restrictions. Qualitative interviews are able to point us to significant differences in the experience of the restrictions.In terms of an outlook, we suggest that a sensitization for previously excluded kinds of experiences forms a crucial basis for a less normalizing, that is, more inclusive account of interpreting the affectedness and needs of variegated social groups; the pandemic has influenced and altered structures of the recognition of vulnerability and, by the same token, made them more explicit. It thus is an occasion for a critical engagement with the recognizability of needs, deprivation, discrimination, and related phenomena. (shrink)

本書圍繞吳與弼哲學思想對陳獻章、王守仁的影響，及崇仁學派在整個明代哲學史所處的地位，展現崇仁學派儒家學者的理氣觀、心性論與道德修養論，凸顯十五世紀明代哲學史的真實面貌與內在理路，為理解陽明心學的興起提 供一種新的分析路徑。.

There is a danger that transition becomes a concept that aids the official reality of a school or education system to mask the unofficial system difficulties. This article distinguishes fou...

Critical social theory has long been marked by a deep, creative, and productive relationship with psychoanalysis. Whereas Freud and Fromm were important cornerstones for the early Frankfurt School, recent thinkers have drawn on the object-relations school of psychoanalysis. Transitional Subjects is the first book-length collection devoted to the engagement of critical theory with the work of Melanie Klein, Donald Winnicott, and other members of this school. Featuring contributions from some of the leading figures working in both of (...) these fields, including Axel Honneth, Joel Whitebook, Noëlle McAfee, Sara Beardsworth, and C. Fred Alford, it provides a synoptic overview of current research at the intersection of these two theoretical traditions while also opening up space for further innovations. Transitional Subjects offers a range of perspectives on the critical potential of object-relations psychoanalysis, including feminist and Marxist views, to offer valuable insight into such fraught social issues as aggression, narcissism, “progress,” and torture. The productive dialogue that emerges augments our understanding of the self as intersubjectively and socially constituted and of contemporary “social pathologies.” Transitional Subjects shows how critical theory and object-relations psychoanalysis, considered together, have not only enriched critical theory but also invigorated psychoanalysis. (shrink)

School gardens and garden-based learning continue to gain great popularity in the United States, and their pedagogical potential, and ability to impact students’ fruit and vegetable consumption and activity levels have been well-documented. Less examined is their potential to be agents of food system reskilling and transformation. Though producer and consumer are inextricably linked in the food system, and deskilling of one directly influences the other, theorists often focus on production-centered and consumption-centered deskilling separately. However, in a school (...) garden, the production/consumption disconnect is erased, by virtue of the design of the site itself and how it is utilized by the actors within it. School gardens provide the critical component of education in alternative food networks, and contribute to the producer/consumer reskilling that is a necessary part of food system transformation. We conducted a case study of an established school garden program during its transition from autonomous non-profit to official, district-funded program of a rural school district in the Midwest. By participating in the full “seed to plate” life cycle of a garden crop, students in the garden were actively involved in the reconnection of producer and consumer, while educators were fostering in students an appreciation for fresh, healthy foods and actively challenging the “McDonaldization” of both students’ diets and education. Based upon these findings, we argue that school gardens in rural areas could leverage the dominant role of rural America in developing and shifting food system paradigms. (shrink)

Microdevelopment is the process of change in abilities, knowledge and understanding during short time-spans. This book presents a new process-orientated view of development and learning based on recent innovations in psychology research. Instead of characterising abilities at different ages, researchers investigate processes of development and learning that evolve through time and explain what enables progress in them. Four themes are highlighted: variability, mechanisms that create transitions to higher levels of knowledge, interrelations between changes in the short-term scale of microdevelopment and (...) the crucial effect of context. Learning and development are analysed in and out of school, in the individual's activities and through social interaction, in relation to simple and complex problems and in everyday behaviour and novel tasks. With contributions from the foremost researchers in the field Microdevelopment will be essential reading for all interested in cognitive and developmental science. (shrink)

This chapter contains sections titled: Introduction Unselving Anticipation Departures Conclusion: Schools as Places of Unselving Acknowledgement Notes References.

In its origin and early formation, philosophy was closely related with mythical disclosure of the world and the transcendent. During this early period of Greek history (sixth century B.C.) poets and sages filled the shoes of the theologians. With the arrival of the new thinkers, the poets lost their monopoly in all areas. Thus, their poetic narration about the gods and their teachings about conventional values were placed under heavy pressure and criticism. As a result, mythical meaning, with its revered (...) symbols and rituals gradually began to lose its validity as an authentic cultural force. To be sure, despite their differences, one should not overlook the fact that the boundaries between the poets and philosopher were not clearly differentiated. In this paper, I shall first show the continuity and discontinuity between the old and the new traditions and will point out how philosophy originated against the background of mythic culture. Second, I shall try to show Heraclitus’s role in the process of this transition. Third, I shall explore Heraclitus’s doctrine of the logos and demonstrate that his teachings constitute both a critique and an appropriation of mythical culture. I am convinced that his work is best approached if studied in the context of the struggle between the old and the new “scientific” tradition. In this connection, I shall advance the thesis that Heraclitus was one of the chief architects of the new school and yet, at the same time its strongest critic. Thus, we find in his work, mythic/ scientific “ways” sometimes clash and at times form unity. Heraclitus resembles Jean-Jacques Rousseau in one respect: on the one hand, he was one of the leading champions of the new age; and on the other hand, he was pretty much a child of the old culture. Thus, some of his teachings evolved from and were directed against both the old and new traditions. Heraclitus advocated rationalism and was the first one to warn against it. Keywords: Logos, I – It, I -- Thou, transcendent, immanent, flux, the one, ordained, identity of opposites. (shrink)

En una aproximación cualitativa y una perspectiva analítica performativa relevamos la presencia de lenguajes musicales diversos en la educación intercultural, teniendo como caso de estudio a educadores tradicionales mapuches que incorporan dispositivos curriculares en escuelas con programas de educación intercultural bilingüe, localizadas en la ciudad de Puerto Montt. Nuestras reflexiones principales apuntan al relevamiento de estrategias etnomusicales descolonizadoras puestas en juego en el aula, en las que se evidencia la ampliación de repertorio musical en la noción tradicional del canto mapuche (...) que manifiestan los docentes. Para los y las docentes entrevistados, esta noción se abre para incluir, entre otros, algunos epewkantun, además de canciones con funciones didácticas y canciones winka, estas últimas en la forma de re-mixtura de expresiones musicales urbanas. Estas nuevas prácticas musicales apuntan a favorecer la reafirmación étnica de sus estudiantes, desde un posicionamiento de identidad mapuche urbana, en ruptura con la noción esencialista de cultura. Estas transiciones curriculares estarían constituyendo un nuevo escenario en las prácticas musicales dentro del aula intercultural, caracterizadas de manera tradicional por la incorporación de canciones políticamente ingenuas. From a qualitative approach and a performative analytical perspective, we surveyed the presence of various musical languages, taking as case of study the traditional Mapuche educators who incorporate curricular devices in schools with bilingual education programs, in Puerto Montt, Chile. Our main reflections point to survey decolonization strategies applied in the classroom, which appeal to the growth of musical repertoire extending the traditional notion of the Mapuche song. For traditional teachers, this new notion includes some epewkantun, besides songs with didactic functions, and winka songs. These new musical practices aim at favoring the ethnic reaffirmation of students from a disruptive paradigm with the essentialist notion of culture. These curricular transitions create a new framework in the musical practices in the intercultural education, characterized by the incorporation of “politically naive” songs. (shrink)

: Two major philosophers of the twentieth century, the German existential phenomenologist Martin Heidegger and the seminal Japanese Kyoto School philosopher Nishida Kitarō are examined here in an attempt to discern to what extent their ideas may converge. Both are viewed as expressing, each through the lens of his own tradition, a world in transition with the rise of modernity in the West and its subsequent globalization. The popularity of Heidegger's thought among Japanese philosophers, despite its own admitted (...) limitation to the Western "history of being," is connected to Nishida's opening of a uniquely Japanese path in its confrontation with Western philosophy. The focus is primarily on their later works (the post-Kehre Heidegger and the works of Nishida that have been designated "Nishida philosophy"), in which each in his own way attempts to overcome the subject-object dichotomy inherited from the tradition of Western metaphysics by looking to a deeper structure from out of which both subjectivity and objectivity are derived and which embraces both. For Heidegger, the answer lies in being as the opening of unconcealment, from out of which beings emerge, and for Nishida, it is the place of nothingness within which beings are co-determined in their oppositions and relations. Concepts such as Nishida's "discontinuous continuity," "absolutely self-contradictory identity" (between one and many, whole and part, world and things), the mutual interdependence of individuals, and the self-determination of the world through the co-relative self-determination of individuals, and Heidegger's "simultaneity" (zugleich) and "within one another" (ineinander) (of unconcealment and concealment, presencing and absencing), and their "between" (Zwischen) and "jointure" (Fuge) are examined. Through a discussion of these ideas, the suggestion is made of a possible "transition" (Übergang) of both Western and Eastern thinking, in their mutual encounter, both in relation to each other and each in relation to its own past history, leading to both a self-discovery in the other and to a simultaneous self-reconstitution. (shrink)

The article examines organisational challenges in the Finnish vocational education and training to support students’ lifelong learning pathways. Investigation of organizational challenges is done through the students’ transitions either within one school level or from one school level to another or to working life. For supporting the students’ learning pathways, it is argued here that specific attention has to be paid to collaborative practices of the personnel in order to guarantee the transitional fluency. This kind of collaboration is (...) here called distributed pedagogical leadership. For examining the shared practices in the frame of distributed pedagogical leadership, the article introduces both quantitative results from a national survey and a Finnish VET case school and qualitative results from this particular school as several interviews of the leadership team and the teachers. (shrink)

Lotman’s contribution to semiotic theory, anthroposemiotics, the study of artistic texts and defining the relationship between language and culture represent some of the most powerful work produced within the Tartu–Moscow School of Semiotics. The importance of translation is one of the central principles that unites all of Lotman’s work. In the following paper, we will consider Lotman’s definition of translatability in the context of (1) the definition of semiospheric internal and external boundaries and the importance of crossing these boundaries, (...) (2) the role of no fewer than two languages as a minimal unit of semiotic meaning-generation, (3) culture text-level generation of collective memory, and (4) the ever-present tension in the communication act. In our concluding section, we will offer an extended model of the communication act, based on the fundamental principles given in Jakobson, Sebeok and Lotman, in order to specify important moments of the translation process. (shrink)

Pragmatism is America's best-known native philosophy. It espouses a practical set of beliefs and principles that focus on the improvement of our lives. Yet the split between classical and contemporary pragmatists has divided the tradition against itself. Classical pragmatists, such as John Dewey and William James, believed we should heed the lessons of experience. Neopragmatists, including Richard Rorty, Hilary Putnam, and Jürgen Habermas, argue instead from the perspective of a linguistic turn, which makes little use of the idea of experience. (...) Can these two camps be reconciled in a way that revitalizes a critical tradition? -/- Colin Koopman proposes a recovery of pragmatism by way of "transitionalist" themes of temporality and historicity which flourish in the work of the early pragmatists and continue in contemporary neopragmatist thought. "Life is in the transitions," James once wrote, and, in following this assertion, Koopman reveals the continuities uniting both phases of pragmatism. Koopman's framework also draws from other contemporary theorists, including Michel Foucault, Pierre Bourdieu, Bernard Williams, and Stanley Cavell. By reflecting these voices through the prism of transitionalism, a new understanding of knowledge, ethics, politics, and critique takes root. Koopman concludes with a call for integrating Dewey and Foucault into a model of inquiry he calls genealogical pragmatism, a mutually informative critique that further joins the analytic and continental schools. (shrink)

According to standard (quantum) statistical mechanics, the phenomenon of a phase transition, as described in classical thermodynamics, cannot be derived unless one assumes that the system under study is infinite. This is naturally puzzling since real systems are composed of a finite number of particles; consequently, a well‐known reaction to this problem was to urge that the thermodynamic definition of phase transitions (in terms of singularities) should not be “taken seriously.” This article takes singularities seriously and analyzes their role (...) by using the well‐known distinction between data and phenomena , in an attempt to better understand the origin of the puzzle. *Received April 2009; revised July 2009. †To contact the author, please write to: University of Cambridge, Department of History and Philosophy of Science, Free School Lane, Cambridge CB2 3RH, United Kingdom; e‐mail: [email protected]. (shrink)

The author argues that ancient Skepticism may be most suited to deal with two crises in the Age of COVID-19: both the physical or epidemiological aspects of the pandemic, and the epistemological and ethical crisis of increasing disbelief in the sciences. Following Michel Bitbol, I suggest one way to mitigate this crisis of faith may be for science to become more epistemically modest, renouncing some of its claims to describe reality as it objectively is, and adopting an “intransitive” rather than (...) a “transitive” approach to Nature. This was the attitude adopted by the Greco-Roman medical school of the Empirics, which may also be of assistance in combatting the urgent problem of Fake News. The epistemology of Skepticism and the scientific methodology of the closely related Medical Empiricism shows that an epistemically modest, non-interventionist approach to science is quite compatible with a robust and sophisticated proto-experimental scientific methodology. (shrink)

In February 2012, Canada's Truth and Reconciliation Commission released an interim report that detailed its findings based on extensive testimony by former students of the nation's residential school system, a system designed to forcibly assimilate aboriginal peoples. The report concludes that the state must play an active role in the restoration of indigenous culture and knowledge. It is against this background that Christopher Martin analyzes the idea of aboriginal educational rights. The concern here is not so much with aboriginal (...) persons' right to a fair share of educational provision, but with the aboriginal person's right to reassert authority over his or her developmental interests, including an interest in culture and identity. The specific role of educational rights in such debates remains an important one, especially since such discussions impinge on difficult issues of state sovereignty and cultural rights. In this essay Martin examines various justifications of aboriginal educational rights and develops a Habermasian justification that remains consistent with individual rights. (shrink)

Planning the first school transition for children with special needs focuses on several objectives: To ensure continuity amongst different children’s life settings; to ease the child’s adaptation and integration in their new environment; to support the school’s preparations in order to better welcome each child with their particularities; to adapt activities according to the child’s needs; and lastly, to encourage full participation of the parents and professionals who know the child. Qualitative-interpretative research allows us to examine the (...) way stakeholders from different sectors, including the parents, planned the transition to kindergarten of children with special needs. Three networks were studied over a period of one year. The results permit us to deepen our understanding of how stakeholders function together, as a network, in order to prepare a quality transition for the targeted children. The article presents a model of the structural and interactional processes involved during these planned transitions; these processes derive from the dynamic created by knowledge-sharing and networking between the stakeholders. The structural processes in turn benefit the stakeholders; specifically by providing opportunities for collective interactions and knowledge-sharing beyond their individual interests. In particular, the stakeholders accepted some shifts in changing roles as they moved from individualistic to collective action. Finally, the time dedicated by the stakeholders, along with the duration of the process, are determined to be key elements contributing to the quality of the entire experience. (shrink)

The transition from primary to secondary education is one of the most stressful events in a young person’s life (Zeedyk et al., 2003) and can have a negative impact on psychological wellbeing and academic achievement. One explanation for these negative impacts is that the transition coincides with early adolescence, a period during which certain psychological disorders (i.e., anxiety disorders) become more salient (Kessler et al., 2005) and marked social, biological, and psychological development occurs (Anderson, Jacobs, Schramm, & Splittgerber, (...) 2000). This review evaluates the existing literature on the psychological and academic impacts of the transition to secondary education on young adolescents. We examine the factors that plausibly increase or mitigate the risk of developing mental health issues and/or a decline in academic performance during the transition to secondary education. We also review the interplay between psychological health and academic achievement across and beyond the transition. We conclude with a summary of what schools and parents can learn from these findings to support children in a successful transition into secondary education. (shrink)

The author argues that ancient Skepticism may be most suited to deal with two crises in the Age of COVID-19: both the physical or epidemiological aspects of the pandemic, and the epistemological and ethical crisis of increasing disbelief in the sciences. Following Michel Bitbol, I suggest one way to mitigate this crisis of faith may be for science to become more epistemically modest, renouncing some of its claims to describe reality as it objectively is, and adopting an “intransitive” rather than (...) a “transitive” approach to Nature. This was the attitude adopted by the Greco-Roman medical school of the Empirics, which may also be of assistance in combatting the urgent problem of Fake News. The epistemology of Skepticism and the scientific methodology of the closely related Medical Empiricism shows that an epistemically modest, non-interventionist approach to science is quite compatible with a robust and sophisticated proto-experimental scientific methodology. (shrink)

Mounting evidence shows that zero-tolerance policies, suspensions, and restrictive security policies fail to improve school safety and student behaviors, and are linked with increased risk of dropping out. Minority students are suspended at disproportionate rates, and over a million cases of corporal punishment are reported each year. Against this dismal backdrop, David Dupper presents a transformative new model of school discipline that is preventive, proactive, and relationship-based. Unlike traditional punitive and exclusionary practices, the model developed in this Workshop (...) volume focuses on enhancing students' connection to school through building relationships and bolstering social skills. Drawing on the latest research about what works, and what doesn't, this highly practical guide catalogs an array of proven and promising practices designed to engage, instead of exclude, students. Rather than illustrate a one-size-fits-all approach, it guides practitioners and administrators in identifying their school's unique needs and selecting appropriate strategies for use at the universal, targeted, and remedial levels. A five-step strategic planning model helps schools transition toward a holistic, relationship-based approach to discipline.Boxes, bullets, evidence summaries, and practice tips make this an accessible, forward-thinking resource for school personnel seeking to engage students and reduce behavior problems in the most effective, pragmatic, and cost-efficient manner possible. (shrink)

Objectives To investigate high school cheating experiences and attitudes towards academic misconduct of freshmen at all four medical schools in Croatia, as a post-communist country in transition, with intention of raising awareness of academic (dis)honesty. Design and method Students were given an anonymous questionnaire containing 22 questions on the atmosphere of integrity at their high school, self-reported educational dishonesty, their evaluation of cheating behaviour, and on their expectations about the atmosphere of integrity at their university. Setting All (...) schools of medicine of Croatian universities (Zagreb, Rijeka, Split and Osijek). Main measures Descriptive statistics and differences in students' self-reported educational dishonesty, perception of cheating behaviour, and perception of the high school integrity atmosphere. Results Of the 761 freshmen attending the four medical schools, 508 (67%) completed the questionnaire: 481 Croatian and 27 international students. Of the Croatian respondents, almost all (>99%) self-reported engaging in at least one behaviour of educational dishonesty, and 78% of respondents admitted to having frequently cheated in at least one form of assessed academic misconduct. Only three students admitted to having reported another student for cheating. For most of the questions, there was no significant difference in the responses among Croatian students. However, significant differences were found in most responses between Croatian students and their international counterparts, who were significantly less likely to engage in dishonest behaviours. No individual factor was found to correlate with the incidence of self-admitted dishonest behaviour. Frequent cheaters evaluated academic dishonesty significantly more leniently than those who did not cheat. Conclusion Academic dishonesty of university students does not begin in higher education; students come to medical schools ready to cheat. (shrink)

Despite unimaginable geopolitical reform and re-humanisation, which saw South Africa transition from colonialism, to apartheid, and now, to a democracy, Muslim education has retained both its character and content. Overdue questions remain unanswered as it becomes evident that while politics and the world of Muslims have shifted – locally and globally – Muslim education in South Africa has remained unchanged ideologically and pedagogically. With Arendt’s seminal essay, ‘Crisis in education’, at the back of our minds, we ask whether a (...) lack of crisis in Muslim education and hence Muslim communities in South Africa, is, in fact, its crisis? Has the cocooning of Muslim education rendered its educational institutions and communities incapable of self-critique, reflection and interrogation? The Islamisation or integration of Muslim education, we posit – in light of a skewed understanding and implementation - has not been responded to persuasively. Put differently, Islamisation, as a recognition that a crisis in Muslim education has unfolded, has not been appropriately understood and its implementation seems to have exonerated a crisis in Muslim education to the extent that such a crisis has been subtly ignored. That is, Islamisation itself presented a crisis to Muslim education with very few, if any scholars, willing to engage with it as a crisis of Muslim education, to which we offer a democratic response. (shrink)

Objectives To investigate high school cheating experiences and attitudes towards academic misconduct of freshmen at all four medical schools in Croatia, as a post-communist country in transition, with intention of raising awareness of academic honesty. Design and method Students were given an anonymous questionnaire containing 22 questions on the atmosphere of integrity at their high school, self-reported educational dishonesty, their evaluation of cheating behaviour, and on their expectations about the atmosphere of integrity at their university. Setting All (...) schools of medicine of Croatian universities . Main measures Descriptive statistics and differences in students' self-reported educational dishonesty, perception of cheating behaviour, and perception of the high school integrity atmosphere. Results Of the 761 freshmen attending the four medical schools, 508 completed the questionnaire: 481 Croatian and 27 international students. Of the Croatian respondents, almost all self-reported engaging in at least one behaviour of educational dishonesty, and 78% of respondents admitted to having frequently cheated in at least one form of assessed academic misconduct. Only three students admitted to having reported another student for cheating. For most of the questions, there was no significant difference in the responses among Croatian students. However, significant differences were found in most responses between Croatian students and their international counterparts, who were significantly less likely to engage in dishonest behaviours. No individual factor was found to correlate with the incidence of self-admitted dishonest behaviour. Frequent cheaters evaluated academic dishonesty significantly more leniently than those who did not cheat. Conclusion Academic dishonesty of university students does not begin in higher education; students come to medical schools ready to cheat. (shrink)

Umesh Bagade’s historic critique of the caste blindness of the Subaltern Studies project retraces its emergence as a criticism of the Nationalist and Marxist schools of Indian history. He shows how the subaltern historians borrowed Antonio Gramsci’s concept of “subaltern” in order to retain a broadly Marxist framework without “class” but discarded the crucial Gramscian emphasis on oppression and economic exploitation. They grievously misread, confused, or omitted caste as a “system” when they constructed their model of the subaltern as subordinate (...) but autonomous. The caste system functioned as a graded inequality with close links to patriarchy in which the lower castes were oppressed, exploited, and subordinated rather than autonomous. A homogenized “subaltern” status thus lumped the oppressed lower-caste peasants and the tribal peasantry with upper-caste peasantry. It was not acknowledged that the “solidarity” that expanded the base of subaltern revolt was achieved through coercion of the lower castes and women. The subaltern cultural “consciousness” of caste Panchayats, which was central to the project’s epistemology, was governed by Brahmanical religion and culture. The kinship relations that comprised peasant solidarities were built on endogamous caste practices. Predictably, the Subaltern Studies project found a close affinity with postmodernism and eschewed the question of emancipatory politics. The project therefore excluded anticaste mobilizations from the purview of “subaltern revolts” and simultaneously rejected the need for a comprehensive historical interpretation in which the caste system and patriarchy could be analyzed and opposed. In exposing the biases and lacunae of subaltern historiography, Bagade provides a clinical observation of history with an eye on history’s ability to influence reality. He shows the path that was not taken, which anticaste scholarship is now forging. (shrink)

The article is a critical discussion of the aims behind the teaching of philosophy in British primary schools. It begins by reviewing the recent Special Issue of the Journal of Philosophy of Education Vol 45 Issue 2 2011 on ‘Philosophy for Children in Transition’, so as to see what light this might throw on the topic just mentioned. The result is patchy; many, but not all, of the papers in the Special Issue deal with issues far removed from the (...) classroom. Insights from the more practical papers, especially those working within the legacy of Matthew Lipman, are woven into the ensuing discussion. This describes two overlapping strands of work in primary philosophy, one focusing more than the other on topics familiar in specialised philosophy courses for older people. The article then discusses two kinds of aim behind primary philosophy, one to do with induction into philosophy as a discipline, the other to do with the enhancement of reasoning abilities. It finds both of these problematic. While welcoming more attention to different kinds of reasoning, it does not see this as a reason for teaching philosophy in particular. The article concludes with an account of possible reasons why primary philosophy has become increasingly popular over the last two decades. (shrink)